1. chapter 10 Managing Students

2. Organization of Chapter Understanding management techniques Management components Legal liability

3. Management A tool to achieve educational objectives Enhancing student safety Ensuring time and opportunity for learning Preventing problems during physical education

4. Six Components of Management Class signal—stop, look, and listen Initial and concluding activities –Initial—routine of first thing to do when arriving at gym, transitioning from classroom teacher to physical education teacher –Concluding—class ends in similar way, routine for transitioning from physical education teacher to classroom teacher (continued)

5. Six Components of Management (continued) Transitions and formations –Physical transitions—moving students from one location to another –Cognitive transitions—changing gears in thinking Types of formations –Shapes, groups, and spacing –Marking places on the floor—lines, dots –Establishing boundaries –Group size (continued)

6. Six Components of Management (continued) Use minimal time for formation changes Have a system to put students in various- sized groups Use physical landmarks to form lines, circles, and other shapes Change formations as seldom as possible Order activities to minimize formation change

7. Cognitive Transitions Techniques to use to keep children with you Present an overview at the beginning of class Remind children during transition of the change Use different terminology or different voice after the transition

8. Handling Equipment Equipment creates two management problems May change excitement, noise, or self- control of children May take time away from instruction and practice Two potential solutions Locate equipment where it will be used Practice equipment distribution routines

9. Class Rules Class rules have two purposes –Keep students safe –Promote learning Clearly explain rules to children State rules positively Involve older children in making rules

10. Table 10.1 Sample Class Rules Grade 1Grade 5 1Be nice.Avoid hostile gestures, fighting, and game disruptions. 2Hands off.Keep hands, feet, and objects to yourself. 3Be careful.Use equipment only as it is intended. 4Listen and do. Follow instructions the first time they are given. 5Do your best. Stop, look, and listen on the signal.

11. What To Do When Children Break Class Rules Ignore the child and behavior Give a general reminder Desist Issue a warning Punish the child To improve behavior, catch children doing something right and reinforce the good behavior.

12. Guidelines for Changing Behavior Interrupt instruction as little as possible Change behavior with as few consequences as possible—desist and its variations meet these requirements A time-out involves isolating the child physically, but for some children a time-out is not useful because they want out of activity

13. Recognizing and Encouraging Good Behavior Letter to notify parents of good behavior Reward for good behavior Observation form for monitoring and reporting behavior Behavior contract

14. Intrusive Events Leaving the teaching environment –Water –Bathroom –Methods to use School messages—developing an emergency plan for events –Fire drills –Tornado drills Accident and incident reporting forms

15. Legal Liability Responsible for care and safety of students Negligence—does not meet standards of law Standard of care Best practices

16. Supervision Never leave children unsupervised in the learning environment If you can identify high-risk areas or children, stay near them Keep your back to the wall—don’t let children get behind you Good scanning techniques Always examine space and equipment before class

17. Considerations During Instruction Instruct for skill Instruct for safety Be proactive for class and playground safety Use good judgment when making decisions about weather, animals, space If you are trying to do the right thing, liability is low; good management reduces liability